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In this BoF we discuss the tenets of culturally responsive computer science and how teachers, professors and providers of professional development can include culturally responsive perspectives in their classes. In contrast to other academic fields, which typically include rigid curricular tracks ostensibly based on academic performance, talent, or ability that pose structural barriers to access to rigorous academic instruction for underrepresented students, the field of computer science education is explicitly focused on broadening participation, as evidenced by the SIGCSE community's consistent emphasis on equitable representation. Culturally responsive computing (CRC) is founded on culturally responsive teaching (CRT) and on CRT's threemore »
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This paper investigates prospective computer science teachers’ perceptions of the concepts of inquiry and equity, and how these concepts changed or developed over the course of a week-long professional development (PD) experience. Initial results indicate that teachers’ meanings for inquiry were, even at the start of the PD, well-informed. Teachers’ perceptions of equity were more uncertain at the start of the PD but developed over the course of the week, resulting in more teachers’ exhibiting an asset-based approach to equity as well as greater confidence in implementing equitable practices.
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This paper presents an overview of the objectives and design of a video game, CodeTracesure, that we have used in a summer camp for elementary school African-American children. The game is designed to help children practice CS concepts as they play and to help teachers learn about their difficulties. It combines engaging elements of good games with pedagogy to provide a platform where students can practice CS concepts learned in class. It covers such concepts as assignment, variables, sequencing, and operators. The game is equipped with a database to facilitate collection of data that can be analyzed for trends andmore »
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You develop a plan for testing the prototype for a new learning strategy in your class or across institutions. How can you ensure that your plan is clearly understood by reviewers and the managing NSF program officer? What goes through the reviewer's mind once a proposal is submitted? What prompts one proposal to be recommended for funding but another declined? Close examination of the panel review process can inform proposal writing and ensure that reviewers will understand an idea, identify its merit, and value a PI's vision of how the work will broaden participation in STEM education. This workshop stepsmore »
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You develop the prototype for a new learning strategy, and want to test it in class or across institutions. You identify an NSF program that supports proposals for the idea, and then what? What goes through the minds of reviewers once a proposal is submitted? What prompts one proposal to be recommended for funding while another is declined? Close examination of the panel review process can inform proposal writing and ensure that reviewers will understand a PI’s idea, identify its merit, and value a PI’s vision of how the work will broaden participation in STEM education. This workshop steps throughmore »
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Free, publicly-accessible full text available November 1, 2022
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A correction to this paper has been published: 10.1140/epjc/s10052-021-09344-wFree, publicly-accessible full text available October 1, 2022
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